Rachel Rogers on a journey of impact
SPCS Student Feature
Rachel Rogers never imagined she would become a teacher.
After earning a bachelor’s degree in psychology, her initial goal was to become a counselor. However, her first job as a teaching assistant at a residential treatment facility for adolescent girls changed everything. Working with students who felt lost and hopeless, she saw the transformative power of education — something free, something no one could take away.
“The ability to teach, educate, and empower girls who were lost, hopeless, directionless, and locked-up was incredible,” Roger recalled. Inspired by the resilience of these young women, she decided to pursue a master's degree in adolescence and special education, setting her on a path to becoming an educator.
Roger’s passion for leadership in education grew through her involvement with the Teacher LEAD institute, a collaboration between the University of Richmond’s Center for Leadership in Education and Chesterfield County Public Schools’ professional development office. The institute provided her with opportunities to explore different aspects of leadership and examine her own practices. Surrounded by educators with diverse backgrounds, she engaged in meaningful conversations that challenged and expanded her perspective. The experience also introduced her to the University of Richmond’s Educational Leadership and Policy Studies (ELPS) program, reinforcing her desire to further develop as a leader in education.
Now a student at the School of Professional and Continuing Studies in the ELPS program, Rogers sees her educational journey as an adventure. She especially values the close-knit learning environment, the mentorship of experienced faculty, and the picturesque campus that makes every class feel like an educational retreat.
“I love that I am choosing to learn, stretch, and challenge my current way of thinking, with others,” she shared.
Mentorship has played a crucial role in Rogers’ path. Her mother, a retired teacher, has been a source of encouragement, supporting her transition into school leadership.
“She [my mother] has been the one on my side, watching every professional step that I have taken, and is in full support of the direction that I am moving,” Rogers noted.
She also acknowledged the important role of a former mentor from the residential treatment facility who once saw her potential and urged her to pursue education. That mentorship, along with her own experiences, fuels her desire to create a school community where every individual — students, families, and educators — feels heard and valued.
As Rogers looks toward a future in school administration, she is passionate about fostering a respectful and united community that adapts to the ever-changing landscape of education.
“I hope to model how to be a positive influence for change, how to have crucial conversations that inspire and better the community and stay true to who I am through the process,” she said.
Her advice to educators considering leadership development is simple: “The more you learn, the more you realize you have more to learn. You may not be in a leadership role yet, but you are able to lead and influence change in whatever position you currently have.”
Through programs like Teacher LEAD and the University of Richmond’s Educational Leadership and Policy Studies degree, Rogers continues her journey of impact, proving that leadership is about growth, community, and the unwavering belief in the power of education.